Open World p 108. Would rather/ sooner

 would rather/ sooner

To refer to the present or future
would rather/ sooner + bare infinitive is used for current, general or future preference.

She'd rather not borrow any money from you.
I'd rather stay at home tonight than go to the cinema

If the subject of would rather/sooner is not the same as the subject of the verb which follows, the past simple/continuous is used.

Jan would rather/sooner we bought a house than carried on renting.
Would you rather/sooner I was begging in the streets?

To refer to the past

would rather/ sooner + perfect infinitive is used for past preference.

We stayed in a hotel but I'd sooner have slept in a tent

If the subject of would rather/sooner is not the same as the subject of the verb which follows, the past perfect is used.
Would you rather I hadn't said anything about it to Matt?

Open World p 106. Interactive TV. Listening

 

Do Ex 3 and 4

Script


Track 055

Presenter: Hi guys, today on the StreamingTVBlog, we’re going to talk about interactive TV.

So just to clarify, that’s programmes where the action pauses at certain points in the story, and you the viewer choose what’s going to happen next on-screen.

Now my first guest here is Hassan Ajab, who works as a scriptwriter for TV dramas, including interactive shows.

Hassan: Hi everybody.

Presenter: So, Hassan, what’s the secret of writing scripts for an interactive drama, in which any number of things can happen on-screen?

Hassan: I wish I had a simple answer!

First of all, I’d say you need to create an underlying story that gives the episode a structure, but set up moments within it when a viewer can decide the story for themselves.

While these decision-moments can add new dimensions to the main story’s structure, they must also allow the underlying plot to be able to pick up where it left off even if the action went off on a detour because of the choice made, and even if that affects the subsequent outcome.

A key decision that I make when I’m coming up with a new story is at which points am I going to get the viewer to step in and choose the on-screen characters’ next moves.

For me it works best if the viewer can’t predict when these decision moments are going to arise.

Those are the ones that get the most interesting audience reactions, I find.

Presenter: I see. Now my second guest is no newcomer to the idea of creating alternative scenarios. Tomoko Ono has worked as a video games designer, and now works as a consultant for interactive TV dramas.

Tomoko: Hi there.

Presenter: Tomoko, I guess interactive TV is basically like a cross between a computer game, and a traditional TV show, right?

Tomoko: Well, kind of. With most modern video games, you are actively in control throughout and they are designed so that the order of events can change based on the gamer’s decisions.

With interactive TV, logistically speaking, this level of open world control is impossible. The audience can only participate at certain points that change specific controlled aspects of the storyline development.

Suppose the viewer is given three different choices about which door to open that’s three separate scenes and narratives to film to show what happened.

And these new scenes may affect details of what happens later in the main storyline.

So as you can imagine, compared to a standard TV show, the requirements on time and resources are much higher.

Presenter: Sure.

Do you think drama is the genre most suited to the interactive format?

Tomoko: That’s arguably the most tried and tested one.

But there’s a case for say, learning about history, and viewers could find out what might have happened if, say, Fidel Castro had been caught and arrested before taking power in Cuba.

Hassan: Yeah, well I think that particular example might involve more guesswork than solid historical interpretation.

But things like cookery, where viewers could suggest how much sugar could be included in a dish for example, or which ingredients to put in … that certainly has potential.

Tomoko: Well, I’d question what would be the point of seeing any dish being created in any way other than that which the expert was recommending.

Hassan: Fair enough, what I think this highlights is that, until a certain interactive show is actually made, no-one’s in a position to ascertain whether it’d be a hit.

Tomoko: Or whether it’d be a flop, right? I suppose if I watched your interactive cookery show, and there was Hassan tipping far too much sugar into the dish, I might love it!

But until that happens, how can we know?

Presenter: And thinking about the viewers out there on their sofas, watching one of your interactive dramas, and being hooked … how do you explain the appeal of that?

Hassan: Well, initially, with programmes like Bandersnatch back in 2018, with its alternative scenarios for the viewer to choose what the main character says or does, and alternative endings … which was seen as being quite innovative, there was a sense of ‘wow you’ve got to check this out!’

But after that kind of thing has been around for a while, we can’t expect people to engage with it just for its own sake.

But I think everyone has experienced these what-if moments themselves in their own lives, you know, ‘what if I’d never met so-and-so’, or ‘what if I’d chosen a different career’.

And while, of course, we lack the power to go back and change the past in reality, it’s stimulating to be able to see what happens to someone else, a fictional character, when they make the choices we didn’t.

Presenter: Well, Hassan and Tomoko, thank you both, it’s been fascinating. 

 

Vocabulary:

underlying important in a situation but not always easily noticed or stated clearly. Sp. subyacente

E.g.

The underlying assumption is that the amount of money available is limited. 

Unemployment may be an underlying cause of the rising crime rate.

underlying story

the underlying problem is that ... Sp. el problema subyacente 

 

pick up: to start again; to continue. (=resume) [+ conversation, narrative] Sp. continuar [+ relationship] Sp. reanudar.

E.g.

Let's pick up where we left off yesterday.

guesswork: the process of trying to find an answer by guessing when you do not have enough information to be sure. (conjecture, supposition) Sp.  conjeturas.

E.g.

The new guidebook takes the guesswork out of the process. Sp. La nueva guía elimina las conjeturas del proceso

It was pure guesswork on our part

 

ascertain: /ˌæsəˈteɪn/ to find out the true or correct information about something. Sp. determinar, establecer.

E.g.

The police are trying to ascertain what really happened. 

Could you ascertain whether she will be coming to the meeting? 

 

flop: (failure) a thing or person that is not successful, especially a film, show or party Sp. fiasco nm fracaso nm 

opposite: hit     

E.g.

The company's new marketing initiative was a flop. Sp. La nueva iniciativa de marketing de la empresa fue un fiasco. 

a box-office flop     

The share sale has been a flop with investors.     

The show was the biggest flop in TV history.  

tip:(=pour) tip something/somebody + adv./prep. to make something/somebody come out of a container or its/their position by holding or lifting it/them at an angle.
E.g.

She tipped the dirty water down the drain.
The bus stopped abruptly, nearly tipping me out of my seat.

to tip sth into sth: tip the vegetables into a bowl Sp. eche las verduras en un cuenco
they tip the rubbish into the river Sp. vierten or tiran la basura en el río
he tipped some sweets into her hand Sp. le echó unos caramelos en la mano
she tipped her things out of the suitcase Sp. volcó la maleta y sacó sus cosas

 

Open World p 100. Exam Focus

 

Do the Reading and Use of English Part 1 Ex 

in existence 

The company has been in existence since 1924.
This is the oldest Hebrew manuscript in existence. 

The organization has been in existence for 25 years.  

Scientists have many theories about how the universe first came into existence (=started to exist). 

in service

being used [uncountable] used to talk about whether a piece of equipment, a vehicle etc is available to be used, or how long it can be used.

in service (=being used or available to be used)  These trains have been in service for many years.

out of service (=not being used or not available to be used)  The escalator is out of service.

come easily/naturally (to somebody) to be easy for someone to do  

Public speaking does not come easily to most people.  

Writing came naturally to her, even as a child

tertiary education /ˈtɜːʃəri/ education for people above school age, including college, university and training courses for particular job.

E.g. 

The policy improves access to tertiary education.

higher education: education at university, especially to degree level.

E.g.

students entering higher education     

institutions of higher education     

Will she go on to higher education?   

 

further education: education that is provided for people after leaving school, but not at a university.

E.g.

a college of further education

Open World p 97. Education. Listening

 

MULTIPLE CHOICE. You will hear people talking in eight different situations. For questions 1-8, choose A, B or C.

Listen to it twice.

1. You overhear two friends talking in a corridor. What did the man find difficult when he was studying Arabic?

A) the grammar

B) the writing

C) the pronunciation

2. You hear a student talking about his future plans. What is he going to do when he leaves university?

A) get a job as a teacher

B) do voluntary work

C) study to become a psychologist

3. You hear a man and a woman discussing the qualities of a traditional education. What does the woman think?
A) Learning doesn’t stop once children have left school.

B) Children learn from a traditional education how to become good citizens.

C) A traditional education provides more career opportunities.

4. You hear two students talking about one of their university courses. What do they agree about?

A) how boring it is

B) how difficult it is

C) how relevant it is

5. You hear two friends talking at a graduation ceremony. Why didn’t the woman want to attend?

A) She didn’t enjoy her time at university.

B) Her family aren’t there.

C) She doesn’t enjoy parties.

6. You hear a woman talking on the phone with her son. What does she suggest?

A) he works harder at school

B) he spends time with his friends

C) he starts his next assignment

7. You hear a man talking on the radio about his job. What disappoints him about being a lecturer?

A) the marking

B) the salary

C) the long hours

8. You hear a teacher talking about a colleague at work. What does she admire most about her colleague?

A) His lessons are interesting.

B) He gets enjoyment from teaching.

C) He treats students equally.


Find the answers on the next page.


EDUCATION KEY


1- A THE TENSES AND STRUCTURES







2- B WORKING LONG HOURS WITHOUT GETTING PAID WASN'T MY FIRST CHOICE







3- A DOESN'T END AFTER GRADUATION







4- B







5- C BIG EVENTS AREN'T HER KIND OF THING







6- B ASK WHAT MATT AND LUKE ARE DOING - BOWLING







7- A I’VE GOT AN ISSUE WITH HOW PAPERS HAVE TO BE GRADED NOWADAYS







8- C THAT’S WHAT I THINK IS VERY IMPRESSIVE ABOUT HIM



Script




You overhear two friends talking in a corridor. What did the man find difficult when he was studying Arabic?


Speaker 1: "You finished your Arabic lessons now, haven't you? How did it go?"


Speaker 2: "I really enjoyed it, although there was a lot of writing to do toward the end of the course. Plus it was a bit of a challenge finding enough time to study after work."


Speaker 1: "I bet! I've heard the pronunciation is quite difficult too."


Speaker 2: "Well, there are a few sounds not made in my first language, so it took a while for me to get used to it, but overall I think I managed it quite well. This time, though, it was the sentence structures and tenses, which I didn't find clear. I only just passed in the end."



You hear a student talking about his future plans. What is he going to do when he leaves University?


Speaker 1: "I've always wanted to work with children during my research. I discovered, though, that it wasn't as easy as that. I mean, there was so much planning, marking and paperwork to do. I'm still interested in working with them, though, and I'm fascinated by the research I've read about human emotions and behaviors. Unless I'm prepared to do more studying, it'll be more of a hobby than anything else. My tutor suggested I gained some experience after graduation, and I can see her point. Working long hours without being paid wasn't my first choice, but if I don't, I just won't get a job in my chosen field."



You hear a man and a woman discussing the qualities of a traditional education. What does the woman think?


Speaker 1: "I think that without an educated population, society just won't work as effectively."


Speaker 2: "Perhaps, though, I disagree that the aim of school is to set boundaries and teach rules, providing there are close family and friends who can set a good example. Children could learn those things at home."


Speaker 1: "What about getting a job?"


Speaker 2: "Well, getting a good education does indeed give people more options in life, although that doesn't always come from conventional teaching methods. It's important to remember that education doesn't end after graduation, does it?"


Speaker 1: "I guess not."



You hear two students talking about one of their University courses. What do they agree about?


Speaker 1: "What do you think about the course?"


Speaker 2: "I'm really enjoying the course at the moment."


Speaker 1: "I'm not surprised! You've been getting full marks in every test we've done. It's not really my area of interest."


Speaker 2: "Well, I must admit that it's a really complex topic, so I do think we need to spend a lot of time on it."


Speaker 1: "That's true. I don't really get it, to be honest."


Speaker 2: "Do you think it would be useful if we arranged to meet the tutor to talk about the course?"


Speaker 1: "Not really. She's always so busy. I've been trying for months to set up a meeting now and haven't had any luck. It's probably best to keep going as we are."



You hear two friends talking at a graduation ceremony. Why didn't the woman want to attend?


Speaker 1: "Hey, isn't this brilliant? I never thought we'd do it!"


Speaker 2: "Any excuse for a party where you're concerned, but I know what you mean. It's been hard work, but we made it in the end."


Speaker 1: "Are your parents here?"


Speaker 2: "They're away for their anniversary. Somewhere exotic. They were going to cancel, you know, but I didn't want them to miss their holiday."


Speaker 1: "Unlucky timing. How are you feeling now?"


Speaker 2: "Well, I am a bit stressed, but that's only because I'm not really into big social events. I'd have preferred to have just gone out for dinner with a few friends."



You hear a woman talking on the phone to her son. What does she suggest?


Speaker 1: "How did your lessons go?"


Speaker 2: "Yeah, good, thanks. We got our math assignment back today. I got 80%."


Speaker 1: "That's great. I'm so proud of you. You must be over the moon. I know how much effort you put into that."


Speaker 2: "Thanks, mum."


Speaker 1: "Why don't you see what Matt and Luke are up to? I could take you all bowling if you'd like."


Speaker 2: "That sounds great. I'll give them a call now."


Speaker 1: "Well, I'll be back from work at six. Remember that you need to finish your school work before going, though, okay?”


Speaker 2: “Okay, okay."



You hear a man talking on the radio about his job. What disappoints him about being a lecturer?


Speaker 1: "I've been lecturing for ten years now. It has its downsides. Like all jobs. I wouldn't change what I do. Starting out, I wasn't aware just how long my working day would be. It's not just about the lectures themselves: there's all the preparation involved. Now, though, it's something I'm used to. These days, I've got a different set of challenges. I mean, we're not highly paid in this profession, although that's never been my motivation. I realize things change, but it's not always for the best, is it? I've got an issue with how assignments have to be graded these days, though I admit the topics are far more interesting than when I was studying."



You hear a teacher talking about a colleague at work. What does she admire most about her colleague?


Speaker 1: "I don't know how he does it. It's a challenging job, but he manages to stay motivated no matter what and seems to really like his job. For one, he's really good at creating fun and exciting lessons in what seems like no time at all. The students always seem to look forward to them, and I can often hear lots of laughter coming from his classroom. The other thing is that he acts fairly with the students and never makes any judgments. I think they look up to him that, and that's what I think is really impressive about him. He says he took inspiration from a tutor when he was studying at University."

Open World p 93. Reading and Use of English Part 1

Reading and Use of English Part 1:

Do Ex 2

blame: to think or say that somebody/something is responsible for something bad.

blame somebody/something for something 

She doesn't blame anyone for her father's death.     

A dropped cigarette is being blamed for the fire.     

Why is he blaming others for his problems?     

blame somebody/something for doing something 

You can't really blame them for not telling you.     

blame somebody/something 

It's easy to blame the media at times like this.     

blame something on somebody/something 

Police are blaming the accident on dangerous driving.     

The violence was blamed in part on militants

Open World p 92. Reading and Use of English Part 1

 Do the Reading and Use of English Part 1 Ex

Answers

1A discourage

 

 

2C establish

 

 

3D way

get/have your own way: to get or do what you want, especially when somebody has tried to stop you.

E.g.

She always gets her own way in the end